To assess or not to assess – in-between systematics and mess in the Architecture Design Studio – challenges and new paradigms of education in transitional and developing countries, the case of Kosovo
Session
Architecture and Spatial Planning
Description
Design Studio has been set and still remains the main ‘grinder’ and mindset of education in Architecture, even after more than three hundred years of Académie / École des Beaux-Arts and hundred years from the foundation of the Bauhaus. Yet, new challenges and paradigms brought by technological, economical, ecological and even political shifts, require a refreshing view and a new pedagogical framework of Design Studio as the core of architectural teaching, learning, making and breaking. Using case studies of our own Design Studio in the Architectural School at UBT, this paper investigates the role, importance and relevance of assessing student’s work as processes and products of design in relation to systematics and flexibility within it, in order to nourish and foster strong and secure steps for the future profession in the ever-challenging globalized world. Creating messy, creative environments and mindsets with extensive research-based process for innovation and in the other hand assessing every step of the processes through soft-control and even micro-management, can be very helpful as a constant feedback tool in the non-linear design process, but also stressful for (some of) the students. Using quantitative and qualitative tools and methods, this paper also aims to unveil some of the connections of the role of the systematic assessment and micro-management in education with the performance of the newly graduated students and alumni in the profession of architecture.
Keywords:
Design Studio, assessment, processes, systematics, micro-management
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-550-50-5
Location
UBT Kampus, Lipjan
Start Date
29-10-2022 12:00 AM
End Date
30-10-2022 12:00 AM
DOI
10.33107/ubt-ic/2022.365
Recommended Citation
Shyqeriu, Banush, "To assess or not to assess – in-between systematics and mess in the Architecture Design Studio – challenges and new paradigms of education in transitional and developing countries, the case of Kosovo" (2022). UBT International Conference. 374.
https://knowledgecenter.ubt-uni.net/conference/2022/all-events/374
To assess or not to assess – in-between systematics and mess in the Architecture Design Studio – challenges and new paradigms of education in transitional and developing countries, the case of Kosovo
UBT Kampus, Lipjan
Design Studio has been set and still remains the main ‘grinder’ and mindset of education in Architecture, even after more than three hundred years of Académie / École des Beaux-Arts and hundred years from the foundation of the Bauhaus. Yet, new challenges and paradigms brought by technological, economical, ecological and even political shifts, require a refreshing view and a new pedagogical framework of Design Studio as the core of architectural teaching, learning, making and breaking. Using case studies of our own Design Studio in the Architectural School at UBT, this paper investigates the role, importance and relevance of assessing student’s work as processes and products of design in relation to systematics and flexibility within it, in order to nourish and foster strong and secure steps for the future profession in the ever-challenging globalized world. Creating messy, creative environments and mindsets with extensive research-based process for innovation and in the other hand assessing every step of the processes through soft-control and even micro-management, can be very helpful as a constant feedback tool in the non-linear design process, but also stressful for (some of) the students. Using quantitative and qualitative tools and methods, this paper also aims to unveil some of the connections of the role of the systematic assessment and micro-management in education with the performance of the newly graduated students and alumni in the profession of architecture.